Abstract

Indigenous knowledge systems (IKS) are examined by stakeholders for their
potential value in economic and social development. This paper provides instances
of how the Basotho people used initiation schools &lt;I&gt;(lebollo)&lt;/I&gt; to facilitate transition to
adulthood and to raise men and women able to effectively utilise indigenous
wisdom to solve diverse societal problems. The significance of this investigation lies
in the comparison between initiation schools and higher education institutions
(HEIs) because traditionally, young people would attend initiation schools at the
stage of development equivalent to the age of their university-going cohorts.